In June of 2015, my wife, two daughters, and I travelled to Vancouver, British Columbia, where I attended a 3-day international teaching conference. Remarkably, the most pivotal professional development event of this trip wasn’t the conference, however; it was a half-day whitewater rafting excursion that led me to reconceptualize much of my work with students.
On the day of our rafting adventure, we rented a car and drove about an hour north via the Sea-to-Sky Highway to the mountain community of Squamish. We registered with the outfitter and then met Shane – our witty, bearded, abundantly enthusiastic, twenty-something guide. After a short bus ride, brief portage, and successful launch, we spent a few minutes learning how to navigate the rapids of the Cheakamus River. Shane clearly was a gifted rafting guide, but this was only a class II tour, allowing for him to have plentiful opportunities to turn his attention to the local ecology. Shane enlightened us on the glaciers observable in the stunning peaks of the nearby Coast Mountains; the frigid and moody blue characteristics of the pristine, glacier-fed river; and the rare wildlife and “bearded” moss pervasive in the old growth forests surrounding us. We were awestruck – not only by some of the most breathtaking scenery I have ever seen – but also by the extraordinarily detailed knowledge and heartfelt passion of our guide. I couldn’t help myself from asking Shane: “how do you know all this?”